Expectations for college and student persistence   总被引：3，自引：0，他引：3  

John M. Braxton  Nick Vesper  Don Hossler 《Research in higher education》1995,36(5):595-611

Tinto postulates that students enter college with expectations. If these expectations are unmet, there is early disenchantment with the social and academic communities. Such disenchantments hinder academic and social integration which, in turn, influence subsequent institutional and goal commitments and ultimately student departure. These formulations are tested in a multi-institutional study of 263 first-time freshmen who entered four-year colleges and universities. The findings indicate that both academic and social integration are positively influenced by the meeting of expectations for academic and career development. Social integration is positively influenced by expectations for opportunities for personal involvement, but negatively affected by expectations for a collegiate atmosphere. Indirect effects on intentions to remain in the focal college are indirectly influenced by collegiate atmosphere and academic and career development. Implications for enrollment management and the development of linkages between theories of college choice and student departure are drawn.An earlier version of this article was presented at the annual meeting of the American Educational Research Association, Atlanta, GA, April 12–16, 1993.  相似文献   

Commercial radio: Serving UK communities     

Nick Irvine 《Cultural Trends》2000,10(40):35-45

Sixty‐six per cent of the UK adult population listen to commercial radio and 77 per cent of all listening to UK local radio is captured by the commercial sector. While those working within this sector argue that it provides a popular and innovative broadcasting service, outside the sector opinion is mixed as to whether commercial radio offers much of value to UK society.

This chapter examines the claim that commercial radio stations function as public service broadcasters. In doing so, it seeks to discover what commercial radio offers listeners that can be defined as public service broadcasting. It identifies the social benefits offered by commercial radio, such as the involvement of listeners, the provision of information and encouraging citizenship, and it explains how these processes work, as well as providing what data have been collected on the sector as evidence. Finally, the chapter closes with a discussion of the capacity of all radio to draw on these social benefits and prosper in an era of technological change.  相似文献   

Evidence informed practice for autism,special educational needs and disability in schools: expanding the scope of the research learning community model of professional development     

Joseph Mintz  Sarah Seleznyov  Nick Peacey  Chris Brown  Sarah White 《Support for Learning》2021,36(2):159-182

Research learning communities (RLCs) are an increasingly popular form of collaborative professional development that takes participants into deep engagement with research evidence and empowers them to become researchers themselves. This study describes the use of the RLC model to make research about autism and school system change accessible to teachers in primary schools. An interdisciplinary team of specialists guided teams made up of a school leader and a class teacher through structured engagement with recent, high quality research. Participants devised and trialled evidence-informed interventions that supported pupils with autism and facilitated the improvement of whole school policy and practice on special education and disability (SEND). The RLC allowed them space to share their experiences with other teachers in a process of mutual reflection and learning. Evaluation showed that participants gained confidence in leading change and made effective use of research to develop SEND school policy and practice.  相似文献   

Whole‐class interactive teaching and learning in religious education: transcripts from four primary classrooms     

Richard Eke  John Lee  Nick Clough 《British Journal of Religious Education》2005,27(2):159-172

The UK Qualifications and Curriculum Authority (QCA) documents for religious education indicate two distinct areas for study that may be characterised as teaching about the main faith traditions and tackling puzzling problems. This paper presents a detailed analysis of whole‐class interactive teaching and learning in one session in each of four classrooms. The analysis will present two sessions with younger pupils and two with older pupils. The sessions analysed will reflect the QCA distinctions. The mode of analysis employed focuses at the level of utterance on categories of utterance derived from studies of classroom talk in relation to learning intentions. In discussion we will describe the topography of the lessons and address two key issues, the distinctive features to these religious education sessions and the distinctions between types of lesson.  相似文献   

Contemporary perspectives in e-learning research – By Gráinne Conole & Martin Oliver     

Nick Rushby   《British journal of educational technology : journal of the Council for Educational Technology》2008,39(1):182-182

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An examination of a modified Yo-Yo test to measure intermittent running performance in rugby players     

Nick Dobbin  Samantha Louise Moss  Jamie Highton 《European Journal of Sport Science》2018,18(8):1068-1076

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Academic literacies: the word is not enough     

Kendall Richards  Nick Pilcher 《Teaching in Higher Education》2018,23(2):162-177

For Academic Literacies, the world is textually mediated; written texts and what informs them reveal elements such as subject-discipline practices. Furthermore, multi-modalities, for example, visual representation, inform written text, and multiple methods of inquiry, including interviews, shed light on written text production. In this article we argue that the word is not enough, and non-textual elements must also be considered. From multiple-discipline focused research, we present data from interviews and focus groups with Design and Nursing lecturers that explored student success holistically, not solely through, or for, written text production. We highlight non-textual elements key to both student success, and written text production, such as ‘empathy’, the ‘visual’, the ‘non-verbal’, and also the inability of text to reveal certain key features. We argue that rather than solely prioritise text, Academic Literacies approaches can more effectively help students succeed by holistically considering non-textual elements.  相似文献   

Sport,Theology, and Dementia: Reflections on the Sporting Memories Network,UK     

Nick J. Watson  Andrew Parker  Spencer Swain 《Quest (Human Kinetics)》2018,70(3):370-384

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Myths my teacher told me     

Spicher  Nick 《Metascience》2017,26(2):349-352

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Book reviews     

Nick Elksnin 《Psychology in the schools》1998,35(4):401-401

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